Lesson Plan For A 45-Minute Elementary Level Hobby Lesson

Lesson Plan For A 45-minute Elementary Level Lesson on Hobbies Vocabulary and Adverbs of Frequency

This lesson plan aims to teach elementary students vocabulary related to hobbies and to revise adverbs of frequency. The lesson is structured into clear stages, each with specific activities, interaction types, and durations to facilitate engaging and effective learning within 45 minutes.

Lesson Objectives

  • To introduce and practice vocabulary related to hobbies such as reading, playing football, listening to music, drawing, and cooking.
  • To revise and reinforce the use of adverbs of frequency such as always, usually, sometimes, rarely, and never.
  • To enable students to describe their hobbies and habits using new vocabulary and adverbs of frequency accurately.

Lesson Stages

1. Warm-up and Introduction (5 minutes)

Activity: The teacher begins with a brief warm-up by asking students about their free-time activities. Questions like "What do you do in your free time?" are posed to elicit simple responses.

Interaction: Teacher-student; whole class.

Timing: 5 minutes.

The teacher introduces the topic of hobbies, displaying pictures representing various hobbies to activate prior knowledge and generate interest. Students briefly name the hobbies they recognize.

2. Presentation of Vocabulary (10 minutes)

Activity: The teacher introduces new vocabulary related to hobbies using flashcards or pictures with labels. Students repeat each word aloud to practice pronunciation.

Interaction: Teacher-led, whole class, with choral and individual repetition.

Timing: 7 minutes.

Followed by a quick matching activity where students match pictures with the correct vocabulary words, either in pairs or small groups.

3. Practice of Vocabulary and Adverbs of Frequency (12 minutes)

Activity: The teacher writes sentences on the board with missing hobbies or adverbs of frequency, e.g., "I ______ read books" or "I ______ play football" and asks students to fill in the blanks using the vocabulary and adverbs learned.

Interaction: Teacher-student; individual and whole class sharing.

Timing: 7 minutes.

Next, students practice speaking in pairs, asking and answering questions about their hobbies and frequency, e.g., "How often do you read books?" "I usually read books."

4. Controlled Practice Activity (8 minutes)

Activity: A quick role-play game where students take turns asking and answering questions about hobbies and habits, such as "Do you like cooking?" or "How often do you listen to music?"

Interaction: Pairs or small groups.

Timing: 8 minutes.

This encourages communicative use of the vocabulary and adverbs of frequency in context.

5. Production and Wrap-up (10 minutes)

Activity: Students write a short paragraph or a few sentences describing their hobbies and habits, incorporating vocabulary and adverbs of frequency. They then share their sentences with classmates or present to the class.

Interaction: Individual work, peer sharing, and class presentation.

Timing: 8 minutes.

To conclude, the teacher reviews key vocabulary and adverbs, clarifies any doubts, and provides positive feedback.

Assessment and Feedback

Assessment will be informal, based on students' participation during speaking and writing activities. The teacher observes pronunciation, accuracy, and the correct use of vocabulary and adverbs of frequency, providing corrective feedback as necessary.

Conclusion

This lesson offers a balanced mix of receptive (listening, recognizing vocabulary) and productive (speaking, writing) activities aligned with the elementary level. Clear interaction types and timing ensure lively engagement, while practice activities reinforce understanding and usage of target language structures.

References

  • Harmer, J. (2015). The Practice of English Language Teaching (5th Edition). Pearson Education.
  • Ur, P. (2012). A Course in Language Teaching: Practice and Theory. Cambridge University Press.
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
  • Celce-M refinement, M. (2001). Teaching English as a Second or Foreign Language. Heinle & Heinle.
  • Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education.
  • Scrivener, J. (2011). Learning Teaching. Macmillan Education.
  • Nunan, D. (2015). Teaching English to Young Learners. Routledge.
  • Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching. Oxford University Press.
  • Richards, J. C. (2014). Curricular and Pedagogical Approaches in Language Teaching. Routledge.
  • Thornbury, S. (2006). An A-Z of ELT. Macmillan Education.

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